Mentally stimulating-includes problems that engage deeper level of curiosity. Variation exists to sustain attention.
Content has real perceived value to the learner. Many connections to important goals of the learners, their interests and their learning styles. Effective simulations of content.
Establish positive expectancies for success. Game is achievable to the learner. Objectives of the game are clear. Personal effort or ability required for achievement.
Positive feeling about one’s accomplishments and learning experiences. Receive recognition and evidence of success that support intrinsic feelings of satisfaction. Game has specific levels of achievement. Player has opportunities to apply what one has learned. Sense of equity or fairness, game is fair.
3
Game is fairly stimulating and includes a few problems which engage deeper levels of curiosity. Some variation exists to sustain attention.
Content contains some perceived value to the learner. There are some connections to important goals, interests and learning styles. Good simulations of content.
Reasonable expectations for success. Some aspects of the game may seem difficult or not achievable. Most achievement requires personal ability.
Some evidence of success. Levels achieved after some consistent effort. New levels provide some opportunities to apply what has been learned. Game seems fair and equitable for effort involved.
2
Somewhat stimulating. Doesn’t really engage curiosity. Game does not provide much variation between levels.
Content contains limited perceived value to the learner. Small connection to learner goal or objectives, interests and learning styles. Simulations of content not very effective.
Some expectations for success but game is difficult and does not keep player engaged. Objectives for the game are not very clear. Some personal effort or ability is required for achievement.
Small evidence of success. Very difficult or impossible to level up. New level does not provide many opportunities to apply what has been learned. Game seems somewhat fair but difficult to make achievements.
1
Not mentally Stimulating. Does not engage deeper levels of curiosity. Does not contain any variation.
Content has no real perceived value to the learner.
No expectation for success. Objectives not clear. Acceptable achievement is unknown. Success does not depend on personal effort or ability.
No evidence of success (no score). No level up to show success has been achieved. New level does not provide opportunity to apply what is learned. Game does not seem fair.
Table 2
Elements for evaluation (Points)
Exceeds Expectations Demonstrates exceptional intuitive and immersive elements (3)
Meets Expectations Demonstrates the required intuitive and immersive elements (2)
Does not meet Expectation Does not demonstrate any intuitive and immersive elements. (1)
Aesthetic Elements
Evidence of Detailed and thorough visually appealing elements of graphic, sound and animation for an immersive gaming experience.
Evidence of Adequate visually appealing elements of graphic, sound and animation for an adequately immersive gaming experience.
Limited or superficial evidence of visually appealing elements of graphic, sound and animation, with no immersive gaming experience.
Content
Evidence of exceptional engagement in crafting, planning and executing a clear storyline to keep the user motivated or pleasantly frustrated.
Adequate evidence of engagement in crafting, planning and executing a clear storyline to keep the user motivated or pleasantly frustrated
Limited or no evidence of engagement in crafting, planning and executing a clear storyline to keep the user motivated or pleasantly frustrated.
Fun
Very entertaining, with ease of navigation and access routes.
Quite entertaining, with fairly easy navigation and access routes.
Less entertaining, with complex navigation and access routes.
Pleasantly frustrated
Evidence of complex challenging dimensions, yet leaving the user motivated.
Adequate evidence of challenges, leaving the user motivated.
Limited or no challenges, leaving the user unmotivated.
Learning Function
Evidence of Multiple Learning Styles
SomeEvidence of Learning Styles
Little or no Evidence of Learning Styles.
Information on Demand
Immediate help available when needed along with detailed recorded information on demand of the saved game.
Help available through recorded information on demand along with some details of the saved gave.
Little Help available through recorded information on demand with reduced or no details of the saved gave.
Co-create
Ample opportunities are provided for learners to operate at the outer edge of their regime of competence and thereby increase their mastery and move a level.
Some opportunities are provided for learners to operate at the outer edge of their regime of competence and thereby increase their mastery and move a level.
Little or no opportunity is provided for learners to operate at the outer edge of their regime of competence and thereby increase their mastery and move a level.
Many connections to important goals of the learners, their interests and their learning styles.
Effective simulations of content.
Game is achievable to the learner.
Objectives of the game are clear.
Personal effort or ability required for achievement.
Receive recognition and evidence of success that support intrinsic feelings of satisfaction. Game has specific levels of achievement.
Player has opportunities to apply what one has learned.
Sense of equity or fairness, game is fair.
Some variation exists to sustain attention.
There are some connections to important goals, interests and learning styles.
Good simulations of content.
Some aspects of the game may seem difficult or not achievable.
Most achievement requires personal ability.
Levels achieved after some consistent effort.
New levels provide some opportunities to apply what has been learned.
Game seems fair and equitable for effort involved.
Small connection to learner goal or objectives, interests and learning styles.
Simulations of content not very effective.
Some personal effort or ability is required for achievement.
Very difficult or impossible to level up.
New level does not provide many opportunities to apply what has been learned.
Game seems somewhat fair but difficult to make achievements.
Objectives not clear.
Acceptable achievement is unknown.
Success does not depend on personal effort or ability.
No level up to show success has been achieved. New level does not provide opportunity to apply what is learned.
Game does not seem fair.
(Points)
(3)
Demonstrates the required intuitive and immersive elements
(2)
Does not demonstrate any intuitive and immersive elements.
(1)